O jogo mancala como instrumento de ampliação da compreensão das dificuldades de atenção

• Autor(a) principal: Missawa, Daniela Dadalto Ambrozine
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/6662
• topic: Deficit of attention; ADHD; Rule games; Childhood; Dificuldade de atenção; TDAH; Jogos de regras; Mancala; Infância; Piaget; Psicologia; Distúrbio da falta de atenção com hiperatividade; Crianças; Jogos educativos; 159.9

The difficulties to focus attention are a theme greatly studied along history. These difficulties have been named: Attention Deficit Hyperactivity Disorder (ADHD), Attention Deficit Disorder (ADD). It is relevant to generate knowledge about these difficulties in the Psychology field because great part of the studies is related to the biological facts of this phenomenon. It is relevant to analyze the role of rule games as a resource to help the evaluation and interference of theses difficulties. The objective of this work is to research the possibility of the use of a rule game as an observation instrument through a comparative study of the performance of children with or without attention disorder, in the Mancala board game. Four children, raging from nine to eleven years old, took part in the study (three boys and one girl). Three children were in the 4th and one in the 3rd grade of elementary school when the research took place. The choice was made by one of the class teacher regardless of gender. It was applied in the scale of ADHD version for teachers and Table for diagnoses of ADD- version for parents. Ficticious names were choosed to the participants and they were split into two groups: Group A - André and Antônio who showed some signs of attention deficit, but not taking specific medication and Group B- Beatriz and Bruno who didn t show any sign of deficit. The game Mancala used as an instrument to collect data which were gathered through 10 workshops (50 matches) and took place at the children s own school. Each individual played 20 matches (five in each workshop). After the workshops four problem-situations were presented for each child separately. The data collected were analyzed: the performance along the workshop (winning) and lack of attention behavior to the rules of the game. The following were considered non-attention behavior: a) not playing again when the last seed of the distribution falls on the oasis (NAB-1), and b) not capturing the seed of the opponent when the last seed of the distribution falls in the in an empty hole (CDT-2). These behaviors are harmful for the goal of the game (gather the greatest number of seed in the oasis) is achieved. The results gained points to the fact that there is a loss concerning the performance of the individuals of Group B when compared the performance of the individuals of Group A, going against the initial hypotheses. In relation to CDT-1 and CDT-2 the children from Group A(with deficit of attention) have shown a greater number compared to the children from Group B (without deficit of attention). Than the data was checked against some aspects of Piaget s Theory concerning the process of balancing and the function of the error. The results found allow broader discussing about ADHA and related limitation the children, with these traces, have.